by Autar Kaw
Although the online flipped classroom became a popular pedagogy during the pandemic for integrating active learning, adequate pre-class learning and preparation remained challenging. In this study, we replaced typical one-size-fits-all (videos, textbook reading, LMS quizzes) pre-class learning with adaptive learning platform (ALP) lessons to address this challenge.
The study compares an online-flipped-with-adaptive learning (experimental – Spring 2021) group to an online-flipped-without-adaptive learning (control – Fall 2020) group for a course in Numerical Methods at the University of South Florida. We first created, refined, and implemented adaptive lessons for all topics of the course. The comparison of the two groups was based on classroom environment and student learning of concepts and problem-solving as per revised Bloom’s taxonomy.
Student perceptions were gathered via survey instruments such as the CUCEI inventory, which measures seven psychosocial dimensions. Student cognitive learning performance was measured via a concept inventory and a final examination. The concept inventory consisted of an 18-question multiple-choice examination developed, revised, and refined under a previous study. The final exam consisted of multiple-choice questions (lower-order thinking skills) and free-response questions (higher-order thinking skills).
